Adult Perspectives on Children and Music in Early Childhood
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Beschreibung
This book focuses on the importance and role of adults in promoting music in the early years. Designed to promote the idea of the value of music in the early childhood years, the research discussed in this book explores the experiences of a number of adults working with children from birth to age 8.
The initiatives discussed in this work all focus on adults who have encouraged the development of musical identities ranging from music in the home, to musical play in the preschool years, preparing a performance with children, and programs for disadvantaged groups that use music as a communicative tool.
Each chapter will start with a description of the particular setting and the protagonists’ specific skills and interests and how they came to be working with young children. Themes for the chapters have emerged from the videos and interviews conducted and consist of both reflective and affective experience. The themes include musical background, the adults' own stories, theories of childhood, and pedagogy and philosophy.
This book focuses on the importance and role of adults in promoting music in the early years. Designed to promote the idea of the value of music in the early childhood years, the research discussed in this book explores the experiences of a number of adults working with children from birth to age 8.
The initiatives discussed in this work all focus on adults who have encouraged the development of musical identities ranging from music in the home, to musical play in the preschool years, preparing a performance with children, and programs for disadvantaged groups that use music as a communicative tool.
Each chapter will start with a description of the particular setting and the protagonists’ specific skills and interests and how they came to be working with young children. Themes for the chapters have emerged from the videos and interviews conducted and consist of both reflective and affective experience. The themes include musical background, the adults' own stories, theories of childhood, and pedagogy and philosophy.
Explores the role of adults in children’s lives in co-constructing musical identities Argues the case for music in early childhood and the important role music plays in human activity Presents a range of musical experiences designed for children in a care and education setting Focuses on the relationship between the adults’ own knowledge and teaching and the ideas they bring to their pedagogy and research
Autor*in
Aleksandra Acker
Themen in »Adult Perspectives on Children and Music in Early Childhood«
role of adults in promoting music in early years music as a source of well-being for children a playworld approach symbolic interactionism and activity theory co-constructing musical identities pre-service teachers engage children through music Music as social action in early childhood Early childhood music in Serbia Young children, music and Learning Stories Early musical experiences in China Young children and music advocacy Musicians/educators and young children Music as a pedagogical tool in early childhood Music and emotional connection with young children Early childhood preservice teachers’ music experiences
Stimmen zu »Adult Perspectives on Children and Music in Early Childhood«
“The inclusion of a rich diversity of cultures, roles and contexts across the chapters helps to sift out the central importance of relationships in the music making episodes – both as a condition for sharing enjoyment of music and as a product of such sharing. The use of narrative to present the life-stories of the adults and the event-stories of their engagements with children helps to engage the reader more effectively (and affectively) than would a more detached ‘research report’ format. I particularly enjoyed reading chapter III (Mira’s story) and this reminded me of the strengths of Vivian Gussin Paley’s writing about children’s stories – using the story-telling format to draw the reader into a closer engagement.” (Rod Parker-Rees, University of Plymouth, UK)
“.. The strongest aspect is its primary idea – the role of adults in children’s musical lives. The diverse cultural contexts – Serbia, Australia, and Chinese students in Australia – is also a strength.” (Susan Young, University of Exeter, UK)
“.. The use of Vygotskian and neo-Vygotskian theories as underlying frameworks that support all chapters is the strongest aspect of this manuscript. I also appreciated how grounded in practice this work is.” (Beatriz Ilari, USC Thornton School of Music, Los Angeles, CA, USA)
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